This qualitative case study evaluated a group of first-year transfer students' web-enhanced learning system engagement experiences. Research has established that authentic and meaningful e-learning engagement leads to positive learning outcomes. As transfer students make up a significant proportion of the student body in four-year public colleges and universities, administrators and educational practitioners should not overlook the first-year transfer students' retention and success in alignment with institutional goals. Web-enhanced learning systems that support a transfer student-centered paradigm will facilitate accessible and equitable learning experiences for transfer students that meet their learning needs within their own sets of circumstances and their daily activity patterns. Focus group interviews were conducted to collect first-year transfer students' perspectives on factors influencing their effective learning engagement through a mobile learning platform and their online e-learning platform experiences. Recommendations based on the study results include mobile e-learning platforms integration and provision, instructor training and development, and institutional support for web-based e-learning systems. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]